Tessier, J (2003).Applying Plant ID Skills: To Actively Learn the Scientific Method. The America Biology Teacher. 65, 25-29. http://0-www.jstor.org.helin.uri.edu/stable/4451429 In this article, Jack Tessier, a professor at Central CT State University decides to implement a new course in the curriculum designed to increase active learning strategies as a mode for gaining understanding and knowledge in the content area of Botany.In this newly designed class, students are given opportunity and responsibility to choose their own topic of research.Before that can happen, the class learns identification procedures and skills by characterizing and organizing various families of plants while in the field.Each student then becomes acquainted enough with their surroundings where they can then begin to formulate a hypothesis.Once enough field work has provided suitable observations and experience to formulate a hypothesis, the students are instructed to make predictions about their hypothesis.As the scientific method proceeds through the heart of the class’ structure, the students end up with enough evidence, support and content relevancy to devise experiments, and eventually, research proposals. To accomplish the goals of active learning in the classroom, the professor emphasizes peer editing and feedback.By encouraging interactions and constructive criticism, the students were able to learn better techniques for other peers as well as for themselves. Oral presentations were given, with feedback from students as well as from the professor, contributing to the democratic and collaboration friendly tone of the class.More importantly, the students emphasized their newly gained knowledge in proposal writing, and the active work and social skills associated with the process.
Tessier, J (2003).Applying Plant ID Skills: To Actively Learn the Scientific Method. The America Biology Teacher. 65, 25-29.
http://0-www.jstor.org.helin.uri.edu/stable/4451429
In this article, Jack Tessier, a professor at Central CT State University decides to implement a new course in the curriculum designed to increase active learning strategies as a mode for gaining understanding and knowledge in the content area of Botany. In this newly designed class, students are given opportunity and responsibility to choose their own topic of research. Before that can happen, the class learns identification procedures and skills by characterizing and organizing various families of plants while in the field. Each student then becomes acquainted enough with their surroundings where they can then begin to formulate a hypothesis. Once enough field work has provided suitable observations and experience to formulate a hypothesis, the students are instructed to make predictions about their hypothesis. As the scientific method proceeds through the heart of the class’ structure, the students end up with enough evidence, support and content relevancy to devise experiments, and eventually, research proposals.
To accomplish the goals of active learning in the classroom, the professor emphasizes peer editing and feedback. By encouraging interactions and constructive criticism, the students were able to learn better techniques for other peers as well as for themselves. Oral presentations were given, with feedback from students as well as from the professor, contributing to the democratic and collaboration friendly tone of the class. More importantly, the students emphasized their newly gained knowledge in proposal writing, and the active work and social skills associated with the process.